Estimated Levels of Time and Energy Required for:
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Pages: |
| Faculty to prepare to use this CAT | Medium | 240-243 |
| Students to respond to the assessment | Medium to High |
| Faculty to analyze the data collected | Medium to High |
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| Description | "Most faculty discover early – often as graduate teaching assistants – that one of the best ways to find out how well they themselves understand the material they are teaching is to prepare test questions and model answers. This technique gives students the benefit of that experience – early on and in small doses."
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| Purpose | "Student-Generated Test Questions allow faculty to assess at least three aspects of student learning. In these questions, teachers see what their students consider the most important or memorable content, what they understand as fair and useful test questions, and how well they can answer the questions they have posed. This information not only provides direction for teaching but can also alert the teacher when students have inaccurate expectations about upcoming tests. Responding to this CAT helps students assess how well they know the material, and receiving feedback can refocus their studying." — Classroom Assessment Techniques, Angelo, TA and Cross, KP, 1993 |